Autorregulação da aprendizagem no estágio de Licenciatura em Educação Física: proposta formativa ancorada na pesquisa-ação.

Abstract

This research arose from the need to contribute to the initial training of Physical Education teachers in Brazil and to provide opportunities for them to learn to regulate processes of learning to teach during the internships. The general objective that guided this research was to identify the potentialities of action research, anchored in self-regulation of learning and recall stimulated, used as a formative strategy during Physical Education interships. The participants of the research were 12 undergraduate students of a Licentiate in Physical Education of a Public University located in the southern region of Brazil. The students, together with a researcher, formed an action research group, called the Research and Training in Physical School Education Group (GRUPESF). The guiding objective of the actions performed by the members of this group was to find solutions to the pedagogical problems encountered by students in the classes of the internships. The instruments used for the development of this research were: interviews, recall stimulated, detonation questions, presential meetings and the exchange of information registered by the group on Facebook. The activities of GRUPESF took place in two academic semesters and accompanied the students in two of their obligatory internships. Data collected in the research were analyzed through content analysis. The results of this action research were organized in three studies. In the first study are presented the signs of change, potentiated by action research, observed in the perceptions and pedagogical performance of the students. In the second study are mentioned the contributions of recall stimulated to overcome the challenges encountered by interns during the internship. The third study shows the critical experiences, made available by action research, to the training of the students. When considering the results obtained in the mentioned studies, the thesis here defended that, by provinding conditions favorable to the analysis, reflection and discussion about the pedagogical practice to the future Physical Education teacher, he/she will be able to qualify his/her teaching, using principles of self-regulation to learn and teach.